National Library of Medicine Classification compared with Bliss class H

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Reconstructing Clinical Training: Implications From Research

The methods used to train counselors need to be reexamined because research has consistently shown that trained clinicians are not more effective than untrained individuals. This article presents an empirically based discussion of methods for reconstructing the clinical training portion of counselor education to increase the effectiveness of training. The proposed reconstruction focuses on the topics of establishing a therapeutic relationship, increasing counselor skillfulness, and training in client matching.     

Counselor Training Via Computer

Findings from a decade of research on using computers in counseling have suggested that the computer may be considered not only as an informational support system and an adjunct to counseling, but also that it may have applications in counselor training. This article (a) outlines the capacities and characteristics currently available in computer technology as they relate to the tasks and methods of counselor education and (b) reviews available computer system models and limitations in terms of implications for use in training efforts.     

The foundations and assumptions of technology-enhanced student-centered learning environments

Direct instruction approaches, as well as the design processes that support them, have been criticized for failing to reflect contemporary research and theory in teaching, learning, and technology. Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted as a means to support such processes. With the emergence of technology, many barriers to implementing innovative alternatives may be overcome. The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions.     

MULTIPLE PROCESSING STRATEGIES AND THE CONSTRUCT VALIDITY OF VERBAL REASONING TESTS

This study examines the influence of processing strategies, and the associated metacomponents that determine when to apply them, on the construct validity of a verbal reasoning test. Three strategies for solving verbal analogy items were examined: a rule-oriented strategy, an association strategy, and a partial rule strategy. Construct validity was studied in two separate stages: construct representation and nomothetic span. For construct representation, evidence was obtained that all three strategies, and their related metacomponents, are associated with performance on analogy items. For nomothetic span, the current study found that all three strategies contribute to individual differences in verbal reasoning and to the predictive validity of the test. The results of this study also point to the utility of metacomponents as constructs for describing and understanding test performance. Implications of the results for test development and theories of aptitude are elaborated.     

Mirrors,Reflections and Refractions: The contribution of microteaching to reflective practice

This paper considers a range of strategies that can be used to promote reflection. We focus on microteaching as a vehicle for enabling students to become aware of their values, attitudes and assumptions about learning as these are enacted within microteaching. The subsequent feedback becomes a dialogue between student, peer, teacher fellow and tutor that provides different refractions of this practice and contributes to the development of reflection which we characterise in terms of pre-critical, internalised and hypothetical thresholds. At the pre-critical threshold a practitioner concentrates on their technical competence, using trial and error or survival strategies to manage time, resources and pupils. Practitioners apply more mentally rehearsed operations to address new situations within the internalised threshold. A practitioner operating on hypothetical issues works within the hypothetical threshold and may not have experiences of events to inform hypothetical situations, but is in a position to manage uncertainty. R´ESUMÉ Cet article prend en conside´ration une gamme de strate´gies qu'on puisse utiliser afin d'e´ncourager la re´flexion chez les e´tudiants. On fixe notre regard sur Microteaching (la pratique où un e´tudiant donne une lec¸on à une petite groupe d'e´lèves dans l'Unive´rsite´) comme moyen de leur permettre de prendre conscience de leurs valeurs, dispositions et suppositions concernant le savoir. Le feedback re´sultant devient un dialogue entre l'e´tudiant, ses semblables, professeurs et directeurs(trices) d'e´tudes qui fournisse de diffe´rentes re´fractions de cette pratique, et contribue au de´veloppement de la re´flexion. Un developpement qu'on caracte´rise en trois seuils: pre´-critique, interne et hypothe´thique. Au seuil pre-critique, le pratitien se concentre sur la compe´tence technique par tatonnements ou en utilisant des strate´gies de survie afin de se de´brouiller à propos de son temps, ses ressources et ses e´le ¤ ves. À travers le seuil interne, le pratitien mets en pratique des ope´rations plus mentalement re´pe´te´es en s'attaquant à desnouvelles situations. Le pratitien qui fonctionne à travers le seuil hypothe´tique n'aura pas ne´cessairement les expe´riences d'e´ve´nements pour informer les situations hypothe´tiques, mais il est en mesure de faire face a ¤ l'incertitude.     

A pilot survey of user satisfaction with the online search service in South West Thames Regional libraries

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